This study examines the effect of modality and redundancy in an Augmented Reality (AR) based language learning environment for teaching vocabulary in a foreign language. The study aims to determine the effectiveness of the redundancy and modality principles, examine the relationship between cognitive load, satisfaction, anxiety, willingness, and achievement, identify predictors of achievement, and understand how students perceive AR-based vocabulary learning in three different presentation modes (animation + narration + text, animation + narration, and animation + text). The study used a pre- and post-test control group quasi-experimental design, with 97 Turkish-speaking undergraduate students from the Faculty of Education at a state university participating. The study participants were divided into three groups and practiced using the same AR-based flashcards in three different modalities (animation + narration + text, animation + narration, and animation + text). After completing a short distractive task during the practice session, the participants were given an achievement test. The analysis of the data revealed that while the group that used animation + narration outscored the other two groups, the difference was only significant between the animation + text group and the animation + narration group, which supported the modality principle. However, there was no significant difference between the animation + narration + text group and the animation + narration group, which did not support the redundancy principle. The study also included qualitative data from a focus group interview to support the quantitative findings. The conclusion of the study is that the principles of CTML (Cognitive Theory of Multimedia Learning) should be reconsidered in relation to the use of AR technology in instructional settings.

The current study investigated L2-based assumptions of the Cognitive Theory of Multimedia Learning and Cognitive Load Theory for the multimedia, modality, and redundancy principles. In this non-equivalent groups quasi-experimental design study, four groups of Turkish-speaking teacher trainees of the English language received a 12-minute non-paced lesson on harp seal pups that included English audio (audio group), English audio with video (video + audio group), English captions with video (video + text group), and English audio with video and captions (video + audio + text group). A comprehension test as well as measures for difficulty and effort rating were used to collect data. One-way between-groups analyses of variance (ANOVA) were conducted to determine the effects of different modes of presentation on participants’ learning performance and cognitive load. Moreover, Tukey Honestly Significant Difference (HSD) tests were performed to determine the groups that differed from each other. The findings showed that the video + audio group performed better and reported less difficulty and effort expenditure in the foreign/second language (L2) listening comprehension task than the audio-only group. On the other hand, the video + text and video + audio groups did not differ with respect to comprehension, difficulty, and effort expenditure. Lastly, while the video + audio + text and video + audio groups performed equally well in the comprehension task, the video + audio + text group reported less difficulty and effort than the video + audio group. The results and possible venues for further research were discussed.